This study examines the use of punctuation in handwritten and typed essays among 400-level students of Federal University Gusau, aiming to provide a comparative analysis of their punctuation proficiency across both formats. The data was collected from an assignment submitted in Microsoft Word format via email to the course lecturer of English for Specific Purposes during the 2023/2024 academic session. Additionally, in-class test scripts on punctuation usage from students at Ahmadu Bello University, Zaria, served as supplementary data. The research employs Error Analysis, following the four-stage framework outlined by Ellis (1994): (1) collection of learner language samples, (2) identification of errors, (3) description of errors, and (4) explanation of errors. Findings indicate that students make more punctuation errors in handwritten essays compared to typed ones. The study emphasizes the need to enhance undergraduate students’ proficiency in punctuation use and suggests that educators should tailor their teaching strategies to address this weakness. Furthermore, both handwritten and typed assignments play a crucial role in students’ academic development and should be given equal importance.